Directions
This booklet contains tests in English, mathematics,
reading, and science. These tests measure skills and
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1
1
ENGLISH TEST
45 Minutes—75 Questions
DIRECTIONS: In the five passages that follow, certain
words and phrases are underlined and numbered. In
the right-hand column, you will find alternatives for the
underlined part. In most cases, you are to choose the
one that best expresses the idea, makes the statement
appropriate for standard written English, or is worded
most consistently with the style and tone of the passage
as a whole. If you think the original version is best,
choose “NO CHANGE.” In some cases, you will find in
the right-hand column a question about the underlined
part. You are to choose the best answer to the question.
You will also find questions about a section of the passage, or about the passage as a whole. These questions
do not refer to an underlined portion of the passage, but
rather are identified by a number or numbers in a box.
For each question, choose the alternative you consider
best and fill in the corresponding oval on your answer
document. Read each passage through once before you
begin to answer the questions that accompany it. For
many of the questions, you must read several sentences
beyond the question to determine the answer. Be sure
that you have read far enough ahead each time you
choose an alternative.
PASSAGE I
Revenge and the Tour de France
Every July, bicyclists competing in the
Tour de France speed more than 2,100 miles through
the French countryside. They climb torturous mountain
roads and rush downhill at speeds exceeding seventy miles
per hour. Although testing strength, skill, and endurance,
1
was part of the original plan for the Tour, the main motive
1. A.
B.
C.
D.
NO CHANGE
testing strength, skill, and, endurance,
testing strength, skill, and endurance
testing, strength, skill and endurance
2. F.
G.
H.
J.
NO CHANGE
most large sports newspaper, Le Vélo,
largest sports newspaper, Le Vélo, had
largest sports newspaper, Le Vélo,
3. A.
B.
C.
D.
NO CHANGE
Le Vélo—retaliated
Le Vélo retaliated,
Le Vélo retaliated
4. F.
G.
H.
J.
NO CHANGE
furthermore,
however,
indeed,
behind creating the race was a grudge.
In 1899, the editor of France’s
more large sports newspaper, Le Vélo, had
2
wrote an article criticizing the wealthy industrialist
Albert de Dion. De Dion, who had been an advertiser
in Le Vélo, retaliated by starting his own sports newspaper,
3
L’Auto. He aimed to outsell Le Vélo and put it out of
business; therefore, L’Auto didn’t sell.
4
ACT-F11
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1
1
At the time, sports newspapers sponsored their
own bicycle races and reported on them to boost sales.
5
In this tradition, de Dion’s editor proposed that L’Auto
6
stage its own race. To make it distinctive, the race would
5. A.
B.
C.
D.
NO CHANGE
races which
races that
races,
6. F.
G.
H.
J.
NO CHANGE
On the other hand,
In spite of this,
In other words,
be more difficult and longer than any before. It would
be a challenging race that started in Paris—a tour of
7. Given that all the choices are accurate, which one
makes clearest that the Tour de France was designed to
include a large part of France?
A. NO CHANGE
B. circle through all of the nation’s major cities—
C. be an outdoor race in several long stages—
D. draw a lot of attention to L’Auto—
7
France. The hope was that people would buy the paper
each day to follow the action.
Leading up to the first Tour, L’Auto
offered: 20,000 francs in prize money. The
8. F.
G.
H.
J.
8
winner would get 3,000 francs; the rest of the
9. Which of the following alternatives to the underlined
portion would NOT be acceptable?
A. francs while the
B. francs, and the
C. francs, the
D. francs. The
9
money would be shared among the other top
finishers. Soon sixty cyclists had signed up.
The first inaugural Tour started on July 1, 1903.
10. F. NO CHANGE
G. Beginning on July 1, 1903, the first Tour
commenced.
H. On July 1, 1903, the initial Tour began its first run.
J. The inaugural Tour began on July 1, 1903.
10
It took eighteen days and covered 1,508 miles, starting
11. A. NO CHANGE
B. days, and covered 1,508 miles, starting and
ending,
C. days, and covered 1,508 miles, starting, and
ending
D. days and covered 1,508 miles starting and ending
11
and ending in Paris. Of the sixty cyclists, only twenty-one
11
completed the course. , For the race’s end, thousands of
12. The writer is considering deleting the preceding sentence. Should the sentence be kept or deleted?
F. Kept, because it reveals the number of cyclists
who participated in the first Tour de France.
G. Kept, because it provides a detail that suggests the
difficulty of the first Tour de France.
H. Deleted, because it repeats information found earlier in the essay.
J. Deleted, because it doesn’t pertain to the paragraph’s focus on the first Tour de France.
spectators lined the streets of Paris to watch Maurice Garin
cross the finish line first.
ACT-F11
NO CHANGE
offered: 20,000 francs,
offered 20,000 francs,
offered 20,000 francs
3
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1
1
L’Auto rushed out a special edition to cover the race’s
finish, because it sold over 130,000 copies. The popularity
13
of the Tour de France ensured the success of L’Auto and
fabricated the demise of Le Vélo, which had gone out
14
of business by 1904. De Dion had his revenge, and a
13. A.
B.
C.
D.
NO CHANGE
unless
since
and
14. F.
G.
H.
J.
NO CHANGE
brought about
mustered up
inspired
world-famous race was born.
Question 15 asks about the preceding passage
as a whole.
15. Suppose the writer’s primary purpose had been to summarize the founding of a famous race. Would this essay
accomplish that purpose?
A. Yes, because it gives the history of how Le Vélo
sponsored the first Tour de France.
B. Yes, because it tells the story of de Dion and his
role in creating the Tour de France.
C. No, because it instead focuses on de Dion’s reasons for putting Le Vélo out of business.
D. No, because it doesn’t discuss any of the competitors in the first Tour de France except Maurice
Garin.
PASSAGE II
Alice Paul and the Nineteenth Amendment
Soon after arriving in England in 1907 to study
social work, New Jersey–born suffragist and political
activist Alice Paul joined the movement of Emmeline
Pankhurst, being a vocal British suffragist. Paul admired
16
Pankhurst’s direct, action-oriented approach, who raised
17
public and legislative interest in women’s voting rights.
ACT-F11
4
16. F.
G.
H.
J.
NO CHANGE
Pankhurst, in that she was
Pankhurst; there she was
Pankhurst,
17. A.
B.
C.
D.
NO CHANGE
which had raised
also raising
to raise
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1
1
The campaign for women’s suffrage in the United
States—relying in recent years on 2 polite appeals by
18. Given that all the following phrases are accurate,
which one, if added here, would most clearly add new
information to the writer’s characterization of the ineffectiveness of the US women’s suffrage campaign?
F. writing tactfully to others for their cause and
G. focusing on women’s suffrage through
H. small, subdued gatherings and
J. an approach that included
letter—while largely ignored. Upon her return home in
19. A.
B.
C.
D.
NO CHANGE
had been
that was
and
20. F.
G.
H.
J.
NO CHANGE
it was hoped by her
her hope was
hoping
21. A.
B.
C.
D.
NO CHANGE
whom remained nearly
who remained nearly
who remained near
19
1910, Paul sought to reshape the American campaign.
Paul became a member of the National
American Woman Suffrage Association (NAWSA),
she hoped to energize that organization. She was
20
soon angered by NAWSA’s support of President
Woodrow Wilson, whom remained near silent
21
about women’s right to vote. Paul left the group
and formed the National Woman’s Party. The NWP
was co-founded by someone Paul had met in London
22. Given that all the choices are accurate, which one
would provide the best transition to the rest of the
paragraph?
F. NO CHANGE
G. held the president directly responsible for the
ongoing disenfranchisement of women.
H. was originally named the Congressional Union and
wasn’t called the NWP until 1916.
J. published a weekly journal, The Suffragist, to
communicate with its members.
22
when both were arrested during a suffrage demonstration.
22
On January 11, 1917, Paul and several other women
marched in front of the White House, waved banners
23
and shouting, boldly making clear their belief that since
women, half of the population, could not vote; the United
24
States was not a true democracy.
ACT-F11
5
23. A.
B.
C.
D.
NO CHANGE
were waving
have waved
waving
24. F.
G.
H.
J.
NO CHANGE
vote—
vote,
vote
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1
1
[1] For months, the protesters marched seven hours a
day, five days a week—and their numbers grew. [2] Rather
than pay a fine, many of the women, including Paul, chose
time in a cold, unsanitary jail. [3] At first, the president
conceded and tipped his hat to them as his car passed
25. Which choice makes it most clear that Wilson’s action
of tipping his hat was meant to belittle the protestors?
A. NO CHANGE
B. condescendingly
C. cordially
D. lightly
25
through the White House gate, but six months later he
had them arrested for obstructing traffic. :
26. Which of the following sequences of sentences makes
this paragraph most logical?
F. NO CHANGE
G. 2, 1, 3
H. 3, 2, 1
J. 1, 3, 2
Under public pressure, Wilson pardoned
the prisoners. Still, the women’s protest and
imprisonment, as Paul had hoped, significantly
27. A.
B.
C.
D.
27
raised public sympathy for the suffragists’ cause.
Wilson decided, finally, in a historic move, to reverse his
28. Which choice most effectively emphasizes that a long
period of time passed between the introduction of
the suffrage amendment in Congress and Wilson’s
endorsement of the amendment?
F. NO CHANGE
G. rightfully, to the relief of the suffragists,
H. given the circumstances,
J. grudgingly,
28
stance, and endorse the suffrage amendment introduced in
29. A.
B.
C.
D.
29
Congress in 1878. In 1919 Congress passed the Nineteenth
Amendment, and by 1920 women in the United States had
NO CHANGE
stance, and endorse the suffrage amendment,
stance, and endorse, the suffrage amendment,
stance and endorse the suffrage amendment
30. Given that all the choices are accurate, which one most
effectively concludes the paragraph and the essay by
emphasizing the central result of Paul’s work?
F. NO CHANGE
G. and today it is used by people both young and old
as an example of one of the most significant constitutional conflicts in history.
H. despite the fact that it almost failed to pass in
Congress by a single vote in the House of
Representatives.
J. and Alice Paul worked for other human rights
causes until her death in 1977 in New Jersey.
30
the right to vote.
30
ACT-F11
NO CHANGE
imprisonment. As Paul had hoped, significantly
imprisonment, as Paul had hoped. Significantly
imprisonment as Paul had hoped, significantly
6
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PASSAGE III
Life at Emiquon
Near Springfield, Illinois,
and about 165 miles southwest of Chicago,
31. Given that all the choices are accurate, which one
introduces information that is most relevant to the
focus of the essay as a whole?
A. NO CHANGE
B. a city with an extensive agricultural—not to mention political—heritage,
C. at the former site of one of the largest commercial
farms in the state,
D. and just outside the cities of Havana and
Lewistown,
31
egrets dive into still water, minks run through tall
bluestem grasses, and on waxy lily pads frogs sit.
32. Which choice best maintains the word pattern used in
the preceding two examples in this sentence?
F. NO CHANGE
G. sitting on waxy lily pads are frogs.
H. frogs sit on waxy lily pads.
J. on waxy lily pads sit frogs.
32
The habitat of these animals, an expanse of algae-rich
33
marshes and shallow lakes on the floodplain of
the Illinois River, did not exist a few years ago.
34
But endless rows of corn have become Emiquon
Preserve, one of the largest and most successful
33. A.
B.
C.
D.
NO CHANGE
extensive
expense
expand
34. F.
G.
H.
J.
NO CHANGE
River, something that
River, and it
River that
35. Which of the following alternatives to the underlined
portion would NOT be acceptable?
A. largest, and one of the most successful,
B. largest—and most successful—
C. largest and most successful,
D. largest, most successful
35
wetlands restoration projects in the world.
In the 1920s, water began to be pumped from
this area, a vibrant wetland for thousands of years,
to make way for the development of a massive farm.
Levees were built to block runoff from the Illinois
River and, nearby prairies and hardwood forests were
36
cleared. Even so, having lost their habitat, the wildlife
37
that had thrived in the wetlands and surrounding areas
36. F.
G.
H.
J.
NO CHANGE
River, and nearby prairies
River and, nearby prairies,
River, and nearby prairies,
37. A.
B.
C.
D.
NO CHANGE
For example, having
However, having
Having
disappeared.
ACT-F11
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The Nature Conservancy, convinced that the
area’s wetland ecosystem could be restored, bought the
7,000-acre property in 2000. By gradually shutting off
the water pumps and removing the levees, as the ecologists
38
would allow the area to flood. The area’s original water
levels, they predicted; would return in about three years.
39
And once the water returned, so would the plant and
38. F.
G.
H.
J.
NO CHANGE
thereby
when
DELETE the underlined portion.
39. A.
B.
C.
D.
NO CHANGE
predicted,
predicted. Those
predicted that they
40. F.
G.
H.
J.
NO CHANGE
has again flourished
is flourishing
flourish
animal life.
Within two years, many native plants that had
lain dormant for decades reappeared, and, today,
cattails and American lotus flourishes in the shallows.
40
Ecologists had to intervene to reintroduce native fish,
41. Given that all the choices are accurate, which one most
clearly suggests that restoring native fish at Emiquon
was a more hands-on process than restoring native
plants?
A. NO CHANGE
B. Human manipulation of the natural flow of water
had caused native fish to disappear from the area,
C. Biologists knew that the native fish that had been
lost included walleye and red-spotted sunfish,
D. Emiquon ecologists were aware that fish are
highly sensitive to environmental change,
41
but within five years, several species were spawning in
the floodwaters. Above 200 species of birds, including
42
wetland, prairie, and woodland dwellers, have returned
42. F.
G.
H.
J.
NO CHANGE
More then
Over
Past
43. A.
B.
C.
D.
NO CHANGE
insurmountable
inaccessible
impervious
to the muddy shoals.
A visitor to Emiquon might notice a popular
bird-watching area is impermeable because of flooding,
43
or a walking trail is impassible due to thick mud. L The
44. If the writer were to delete the preceding sentence, the
essay would primarily lose:
F. an example of two problems at Emiquon that conservationists have not been able to remedy.
G. a description of conditions that visitors to
Emiquon will sometimes encounter.
H. an overview of improvements that will be made at
Emiquon for the sake of visitors’ comfort.
J. an explanation of the reasons Emiquon is a popular destination for bird watchers.
Nature Conservancy stresses that from now on, the shifting
waters of the Illinois River and the activities of plants and
ACT-F11
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1
animals—not human interests—will be what shape these
wetlands that have recently been reestablished, the Nature
45. A. NO CHANGE
B. wetlands, just reestablished, that were not restored
for humans’ business interests or recreation.
C. newly reestablished wetlands.
D. DELETE the underlined portion and end the sentence with a period.
45
Conservancy asserts.
45
PASSAGE IV
Walter Alvarez’s Impact
[1]
While studying a canyon in Italy during the 1970s,
a mystery caught the attention of geologist Walter Alvarez.
46. F. NO CHANGE
G. there was a mystery that geologist Walter Alvarez
stumbled onto.
H. certain rocks presented a mystery to geologist
Walter Alvarez.
J. geologist Walter Alvarez stumbled onto a mystery.
46
At the K-Pg boundary, a band of rock that marks the end
of the Cretaceous period and the start of the Paleogene,
47
Alvarez recognized evidence of a large extinction. Fossils
47. A.
B.
C.
D.
NO CHANGE
period and the start of the Paleogene—
period, and the start, of the Paleogene,
period, and the start of the Paleogene
48. F.
G.
H.
J.
NO CHANGE
has abounded
abounded
abounds
of many species of foraminifera (single-celled marine
organisms) was abounding in the Cretaceous rock layer;
48
however, in the Paleogene rock layer above, only one
species remained. Alvarez later learned that the formation
of the Paleogene fossils correlated to the mass extinction
that wiped out over 70 percent of plants and animals,
including the dinosaurs. [A]
[2]
Most geologists in the 1970s believed
at the time that this mass extinction occurred
49. A. NO CHANGE
B. that this mass extinction, according to the
geologists,
C. during that decade that this mass extinction
D. that this mass extinction
49
over millions of years. Alvarez thought the
foraminifera fossils pointed to a more rapid
50
extinction. They decided to test the clay
51
between the Cretaceous and Paleogene
50. F.
G.
H.
J.
NO CHANGE
demonstrated
suggested
revealed
51. A.
B.
C.
D.
NO CHANGE
He and his team
They and him
The group
layers to determine how long it took to form.
ACT-F11
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1
1
They looked for iridium, a rare element in Earth’s crust
that can also fall from space in trace amounts T. The
52. At this point, the writer is considering adding the following accurate phrase:
as the atmosphere burns up meteors
Should the writer make this addition here?
F. Yes, because it indicates the amount of iridium
that falls to Earth from space.
G. Yes, because it indicates the process by which iridium from space comes to Earth.
H. No, because the essay makes clear that Alvarez
thought the iridium came from Earth’s crust.
J. No, because it is unrelated to the paragraph’s discussion of iridium.
clay had an iridium level of nine parts per billion—six
hundred times greater than that of the rock around it.
[3]
Alvarez thought that such a staggering amount
53. Which choice most clearly emphasizes that Alvarez
thought the amount of iridium in the clay was surprisingly high?
A. NO CHANGE
B. an amount of iridium at this level
C. rock with this much iridium
D. this amount of iridium
53
of iridium must have come from space. Luis Alvarez,
53
a Nobel scientist and Walter’s father, joined his son
in developing a hypothesis about the extinction and
the iridium. [B] In 1980, Alvarez’s team published
its theory: a huge meteorite had slammed into
54
Earth. The dust and ash thrown into the
55
atmosphere and blocking sunlight for
54. F.
G.
H.
J.
NO CHANGE
theory: suggesting
theory being that
theory and saying
55. A.
B.
C.
D.
NO CHANGE
Earth, throwing dust and ash
Earth. Throwing dust and ash
Earth; throwing dust and ash
56. F.
G.
H.
J.
NO CHANGE
unsuccessfully searched in vain for an
searched in vain for a large
searched in vain for an
57. A.
B.
C.
D.
NO CHANGE
For example,
Furthermore,
Thus,
58. F.
G.
H.
J.
NO CHANGE
lead Hildebrand to two geophysicists whom
led Hildebrand to two geophysicists whom
lead Hildebrand to two geophysicists who
59. A.
B.
C.
D.
NO CHANGE
validated
approved
preferred
months.
[4]
For years, Walter Alvarez
futilely searched in vain for an impact crater
56
large enough to substantiate his theory. Then, in
57
1990, geoscientist Alan Hildebrand found evidence of
an ancient asteroid impact that had occurred near Texas.
[C] This find led Hildebrand to two geophysicists who had
58
discovered the Chicxulub Crater, a ninety-two-mile-wide
crater off the coast of Mexico. [D] The discovery
encouraged Alvarez’s theory. A meteorite caused
59
the K-Pg extinction.
ACT-F11
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1
Question 60 asks about the preceding passage
as a whole.
60. The writer is considering adding the following sentence to the essay:
Subsequent tests showed that the Chicxulub
Crater was of K-Pg age.
If the writer were to add this sentence, it would most
logically be placed at:
F. Point A in Paragraph 1.
G. Point B in Paragraph 3.
H. Point C in Paragraph 4.
J. Point D in Paragraph 4.
PASSAGE V
Circles of the Sand
Aerial photos capture a mysterious
phenomenon along Namibia’s arid coastline: thousands
of round, bare, patches of sandy earth pockmark a sea
61
of stubbly grasses. The cause of these patches (known
as “fairy circles”) had always outfoxed the scientists.
62
But in 2013, ecologist Norbert Jürgens presented a
61. A.
B.
C.
D.
NO CHANGE
round, bare patches of sandy earth,
round, bare patches of sandy earth
round bare patches of sandy earth,
62. F.
G.
H.
J.
NO CHANGE
flummoxed scientists for a really long interval.
been puzzling scientists since forever.
long eluded scientists.
promising new theory.
Between 2006 and 2012, Jürgens
63. Given that all the choices are accurate, which one most
effectively leads the reader into this paragraph?
A. NO CHANGE
B. coauthored several papers on African biodiversity.
C. taught ecology at the University of Hamburg.
D. studied more than 1,200 fairy circles.
traveled primarily from Hamburg, Germany.
63
He consistently found moister soil within each
circle than in the surrounding desert. His findings were
64. The writer wants to emphasize why the moister soil
that Jürgens found was exciting. Given that all the
choices are accurate, which one best accomplishes that
goal?
F. NO CHANGE
G. —Namibia’s coastal regions get some moisture
from thick fogs off the ocean—
H. —inland temperatures can vary from freezing to
scorching each day—
J. —water is scarce in this climate—
exciting—most species have adapted to Namibia’s arid
64
climate—but also easy to explain. With no plants to
64
absorb it, rain that soaks into the sandy soil of the
circles have had a chance to accumulate below ground.
65. A.
B.
C.
D.
65
ACT-F11
11
NO CHANGE
have an opportunity
has a chance
are able
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1
1
The mystery of the circles lies not in the extra moisture but
in the lack of vegetation: why are the circles so bare?
Jürgens believes that sand termites are the answer.
He found that each circle has many insect species, only
66
sand termites inhabit every circle—even new ones where
67
moisture hasn’t yet collected. He concludes that the
66. F.
G.
H.
J.
NO CHANGE
Although each circle contains
In each circle there are
Each circle includes
67. A.
B.
C.
D.
NO CHANGE
circle: and
circle;
circle
68. F.
G.
H.
J.
NO CHANGE
roots and killing
roots and kill
roots, killing
subterranean termites, which “swim” through the
sandy soil eating plant roots, kill the plants to
68
engineer mini-reservoirs. Then, in times of drought,
the extra moisture sustains the termites. According to
69. Which of the following alternatives to the underlined
portion would NOT be grammatically acceptable?
A. it is this extra moisture that
B. the extra moisture is what
C. when this extra moisture
D. this extra moisture
69
Jürgens, in established circles the termites also eat
the roots of bordering grasses, which explains why
the circles grow larger over time.
Some scientists challenge Jürgens, arguing that
his theory doesn’t explain the circles’ symmetry and
even-spacing. But despite continued debate over the
circles’ origin, no one disputes they’re positive affect
70
on local wildlife. Without fairy circles, soil in
70. F.
G.
H.
J.
NO CHANGE
they’re positive effect
their positive effect
their positive affect
71. A.
B.
C.
D.
NO CHANGE
moisture, which supports
moisture, supporting
moisture supports
72. F.
G.
H.
J.
NO CHANGE
is able to grow
has grown
grows
this climate would be parched for much of the
year. The circles’ extra moisture that supports
71
more than termites; the grasses bordering
each circle grow taller than other desert plants.
72
ACT-F11
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1
1
Birds, mammals, and other insects also gather at
fairy circles, feeding on either the perimeter grass
73. A.
B.
C.
D.
73
or each other. j
NO CHANGE
circles where they congregate,
circles as well,
circles, too,
74. Which of the following statements, if added here,
would most effectively conclude the essay?
F. Namibia is home to parts of the Kalahari desert,
which extends into South Africa and Botswana.
G. The circles are hidden oases, masquerading as bare
patches of sand.
H. The circles are spread across 1,200 miles of this
captivating desert.
J. Jürgens also found spiders, beetles, and ants in the
circles.
Question 75 asks about the preceding passage
as a whole.
75. Suppose the writer’s primary purpose had been to discuss contradictory explanations for a natural phenomenon. Would this essay accomplish that purpose?
A. Yes, because it describes Jürgens’s theory and then
discusses the weaknesses of his explanation.
B. Yes, because it discusses both Jürgens’s theory and
other scientists’ theories about fairy circles.
C. No, because it focuses on fairy circles’ ecological
impact rather than on vying theories about them.
D. No, because it focuses on Jürgens’s theory of fairy
circles without giving an alternate explanation.
END OF TEST 1
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
ACT-F11
13
2
2
MATHEMATICS TEST
60 Minutes—60 Questions
DIRECTIONS: Solve each problem, choose the correct
answer, and then fill in the corresponding oval on your
answer document.
but some of the problems may best be done without
using a calculator.
Note: Unless otherwise stated, all of the following should
be assumed.
Do not linger over problems that take too much time.
Solve as many as you can; then return to the others in
the time you have left for this test.
1.
2.
3.
4.
You are permitted to use a calculator on this test. You
may use your calculator for any problems you choose,
Illustrative figures are NOT necessarily drawn to scale.
Geometric figures lie in a plane.
The word line indicates a straight line.
The word average indicates arithmetic mean.
DO YOUR FIGURING HERE.
1. Given 4x − 9 = 6x − 15 is true, x = ?
A. −12
B.
−3
12_
C. − __
5
D.
12_
__
5
E.
3
2. In the figure below, parallel lines m and n are cut by
transversal line t, and 2 angle measures are given.
What is the value of x ?
m
(2x + 5)°
n
135°
t
F.
G.
H.
J.
K.
20
25
30
65
70
3. The 1st term in the geometric sequence below is −9. If
it can be determined, what is the 6th term?
−9, 18, −36, 72, −144, …
A. −288
B. −216
C. 216
D. 288
E. Cannot be determined from the given information
ACT-F11
14
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2
2
DO YOUR FIGURING HERE.
4. A yogurt shop has 6 flavors of yogurt and 5 toppings.
Each sundae consists of 1 yogurt flavor and 1 topping.
Jaylen decided to surprise Takoda with a sundae, but he
did not know her preferences. Given that Takoda has a
preference of 1 flavor of yogurt and 1 topping from
those available in the shop, what is the probability that
Jaylen will choose the topping and yogurt that Takoda
prefers?
1_
__
30
1_
G. __
11
H. _1_
6
_
J. 1_
5
K. _1_
4
F.
5. How many minutes would it take a ship to travel
100 miles at a constant speed of 40 miles per hour?
A. 24
B. 40
C. 60
D. 150
E. 250
6. A fan has 3 evenly spaced blades of negligible
thickness, as shown below. What is the measure of an
angle between 2 blades?
?
F.
30°
G. 60°
H. 90°
J. 100°
K. 120°
7. ⎪6
A.
B.
C.
D.
E.
− 5⎪ − ⎪3 − 7⎪ = ?
−5
−3
3
5
21
8. Which of the following values is the solution to the
equation below?
_2_ x + _1_ = 8 _1_
4
3
4
F.
12
G. 12 _38_
H. 12 _34_
J.
36
K. 51
ACT-F11
15
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2
2
DO YOUR FIGURING HERE.
9. What is the volume, in cubic inches, of a sphere with a
diameter of 10 inches?
(Note: The volume of a sphere, V, with radius r is
given by the formula V = _4_ πr3.)
3
A.
B.
C.
D.
E.
60π_
___
3
100π
_____
3
400π
_____
3
500π
_____
3
4,000π
_____
__
3
10. A rhombus is a quadrilateral with all 4 sides of equal
length. Three vertices of a rhombus are graphed in the
standard (x,y) coordinate plane below.
y
6
4
2
−6
−4
−2
O
2
4
6 x
−2
−4
−6
One of the following points is the location of the
4th vertex of this rhombus. Which one?
F. (4,−1)
G. (5,−4)
H. (5,−1)
J. (6,−2)
K. (6, 0)
11. For an architecture class project, Lizette is making a
scale drawing of Mr. Patel’s classroom, which is
rectangular with a width of 25 feet and a length of
30 feet. Lizette draws a 3-inch line segment to
represent the width of the rectangle. How long a line
segment, in inches, should Lizette draw to represent
the length of the rectangle?
A. 2 _12_
B. 3
C. 3 _35_
7_
D. 4 __
12
E. 5
ACT-F11
16
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2
2
DO YOUR FIGURING HERE.
12. In the standard (x,y) coordinate plane, a line intersects
the y-axis at (0,3) and contains the point (9,4). What is
the slope of the line?
_1_
9
_
G. 3_
5
H. _2_
3
_
J. 3_
2
F.
K. 9
13. The equations of four (x,y) relations are given below.
I. 5y = (x − 1)(x − 3)(x + 3)
II. (x − 1)2 + ( y − 1)2 = 9
y
III. __ = √••••
x + 4• − 1
4
152
IV. y + 5 = _2_
x
The graph in the standard (x,y) coordinate plane of
each of these relations is shown below.
y
y
O
x
I
II
y
y
O
x
III
Of
A.
B.
C.
D.
E.
O
O
x
x
IV
these relations, which are functions?
I only
I and III only
I and IV only
I, II, and III only
I, III, and IV only
14. If (x + k)2 = x2 + 88x + k2, then k = ?
F.
44
G. 88
H. 176
J. 352
K. 704
ACT-F11
17
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2
2
DO YOUR FIGURING HERE.
15. Which of the following expressions is equal to
1_
_1_ + _2_ + __
?
3
9
10
1+2+1
A. _________
3 + 9 + 10
30 + 20 + 9
B. __________
90
1+2+1
C. ________
90
2×1
1 ×______
D. ___
× ×
3 9 10
× 2 ×__
1
E. 1______
90
16. Each side of square ABCD has a length of 20 ft. A
certain rectangle whose area is equal to the area of
ABCD has a width of 10 ft. What is the length, in feet,
of the rectangle?
F. 10
G. 20
H. 30
J. 40
K. 50
17. In Amul’s yard, there was no snow on the ground at
10:15 a.m. From 10:15 a.m. until 3:30 p.m., it snowed
at an average rate of _1_ inch per hour. How many
2
inches of snow were on the ground at 3:30 p.m. ?
23_
A. 1 __
40
B. 1 _58_
C. 1 _34_
23_
D. 2 __
40
E. 2 _58_
18. On each of 8 tests, Gustav scored 2 points higher than
Russ. When their average test scores on these 8 tests
are compared, how many points higher is Gustav’s
average than Russ’s average?
F.
2
G. 4
H. 5
J.
6
K. 16
ACT-F11
18
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2
2
DO YOUR FIGURING HERE.
19. Each of 5 different data sets is summarized with its
own boxplot below.
30
Data
Set A
Data
Set B
60
85
25
50 65
90
90
10
145
105 120 135
Data
Set C
35
Data
Set D
25
60
55
145
150
40
85
Data
Set E
105
125
20
10
135
30
50
70
90
110
130
150
Which of these data sets has the greatest interquartile
range?
A. A
B. B
C. C
D. D
E. E
20. A surveyor is standing on ground that is level with the
base of the cell phone tower shown below. From the
point on the ground where the surveyor is standing,
the angle of elevation to the top of the tower is 40°.
The distance from the surveyor to the tower is 200 feet.
Which of the following values is closest to the height,
in feet, of the tower?
cell
? phone
tower
40°
200 ft
(Note: sin 40° ≈ 0.64, cos 40° ≈ 0.77, and tan 40° ≈ 0.84)
F. 130
G. 155
H. 170
J. 240
K. 260
21. Given x + y = 30 and x − y = 18, what is the value of y ?
A. 6
B. 9
C. 12
D. 24
E. 48
ACT-F11
19
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2
2
DO YOUR FIGURING HERE.
22. Let m and n be positive numbers such that m < n.
Which of the following expressions has the greatest
value?
m+n
_____
m
m
+n
G. _____
n
m+n
H. _____
m+n
m
J. _____
m+n
n
K. _____
m+n
F.
23. The mean of 3 consecutive whole numbers is 30. What
are the 3 numbers?
A. 9, 10, 11
B. 10, 11, 12
C. 28, 30, 32
D. 29, 30, 31
E. 89, 90, 91
24_
24. Given that sin A = __
, which of the following values
25
could tan A equal?
F.
G.
1_
__
24
7_
__
24
H.
1
J.
24_
__
7
K. 24
25. On the local car dealer’s lot, there are only 25 cars
with power windows and only 17 cars with heated
seats. The number of cars on the lot with both power
windows and heated seats must be:
A. exactly 42.
B. exactly 8.
C. at least 8.
D. no more than 8.
E. no more than 17.
26. To determine the number of fish in a pond, a biologist
catches a random sample of 200 fish, tags them, and
releases them back into the pond. A week later, the
biologist catches a random sample of 120 fish from
this pond, and 32 of them have tags. Which of the
following is the best estimate of the number of fish in
the pond?
F.
232
G.
320
H.
352
J.
750
K. 3,840
ACT-F11
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2
2
DO YOUR FIGURING HERE.
27. Isabelle divided a sum of money among 4 types of
investments as shown in the pie chart below. Given that
$100 was invested into a savings account, what
amount, to the nearest $10, did she invest in equities?
savings
account
4%
certificates
of deposit
x%
mutual
funds
equities
50% (2x + 4)%
A.
B.
C.
D.
E.
$ 130
$ 530
$ 800
$1,250
$1,280
28. A jar of solid-colored marbles contains some yellow
marbles, 21 blue marbles, 40 red marbles, and 14 green
marbles. The probability of randomly drawing a green
2_
marble is __
. How many yellow marbles are in the jar?
15
F.
G.
H.
J.
K.
10
12
25
30
68
A.
B.
C.
D.
E.
ACT-F11
30
38
40
50
63
total distance (miles)
29. Dai traveled to 3 locations during a workday. Dai
remained at each location a whole number of hours.
The graph below shows the relationship between time,
in hours, into his workday and total distance, in miles,
traveled. Which of the following values is closest to
Dai’s average speed, in miles per hour, for the parts of
the workday when he was traveling?
300
200
100
0
0 2 4 6 8 10 12
time (hours)
21
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2
2
DO YOUR FIGURING HERE.
Use the following information to answer
questions 30–33.
The chart below provides some facts about 4 planets in our
solar system.
Mercury Venus
Earth
Mars
Average distance
from the Sun
(millions of miles)
36.0
67.2
93.0
141.6
Orbital period
(Earth days)
88.0
224.7
365.3
687.0
Equatorial diameter
(miles)
3,032
7,521
7,926
4,222
Strength of surface
gravity compared
to Earth (%)*
37.8
90.7
100.0
37.7
Average surface
temperature
(°Fahrenheit)
332.4°
867.0° 59.0° −85.0°
*The strength of surface gravity refers to the gravitational
acceleration of an object near the surface of the planet. The
values given are percents of 32.2 ft/sec 2 (feet per second
per second), which is the gravitational acceleration of an
object near the surface of Earth.
30. What is the positive difference between the given
values of average distance from the Sun for Mars and
for Mercury?
F.
10,560
G.
105,600
H.
10,560,000
J.
105,600,000
K. 1,056,000,000
31. According to the table, which of the following
expressions is equal to the difference, in feet per second
per second, between the gravitational acceleration of an
object near the surface of Venus and the gravitational
acceleration of an object near the surface of Mercury?
A. 0.378(32.2)
B. (0.907 − 0.378)(32.2)
C. (0.907 + 0.378)(32.2)
32.2
D. ____________
E.
ACT-F11
0.907 − 0.378
32.2
____________
0.907 + 0.378
22
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2
2
DO YOUR FIGURING HERE.
32. For all the planets in the solar system, the equation
T = 0.4D 1.5 models the relationship between T, the
orbital period in Earth days, and D, the average
distance in millions of miles from the Sun, given in the
table. According to this model, which of the following
expressions is equal to Mercury’s orbital period in
Earth days?
F.
0.4(62 )
G. 0.4(63 )
H. (0.4 · 6)3
2
3
J. 0.4_√••
36 +
3
K. _√•••••••
0.4 · 36 +
2
33. The formula C = _5_ (F − 32) gives the conversion from
9
F degrees Fahrenheit to C degrees Celsius. The formula
K = C + 273 gives the conversion from C degrees
Celsius to K kelvins. To the nearest integer, what is the
average surface temperature, in kelvins, of Mars?
A. −117
B. −65
C.
87
D. 188
E. 208
34. At 12 midnight the center of a hurricane is 360 miles
from the coast of Miami, as shown in the figure below.
The hurricane has an approximate radius of 120 miles
and is currently approaching the Miami area at
30 miles per hour. If the hurricane keeps its current
conditions, what time, to the nearest hour, will the
leading edge of the hurricane first reach Miami?
Florida
Miami
leading edge
360 miles
120-mile
radius
F.
7 a.m.
G. 8 a.m.
H. 9 a.m.
J. 10 a.m.
K. 11 a.m.
ACT-F11
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2
2
DO YOUR FIGURING HERE.
Use the following information to answer
questions 41–43.
One thousand people registered to run a 5-mile road race.
Each of the 1,000 people who registered paid either the
early, regular, or late registration fee given in the table
below.
Type of
registration
Registration
fee
Early
Regular
Late
$25.00
$35.00
$45.00
Ninety percent of all the registered people started the race,
and 95% of the people who started the race also finished
the race.
41. There were 300 people who paid the early registration
fee, 400 people who paid the regular fee, and
300 people who paid the late fee. What is the total
revenue from entry fees, in dollars, written in scientific
notation?
A.
2.15
B.
3.50
C. 21.50
D. 35.00
E. 350.00
×
×
×
×
×
104
104
103
103
102
42. Kirk ran the 1st x miles of the race at a rate of
7 minutes per mile and the rest of the race at a rate of
8 minutes per mile. One of the following expressions
gives the total amount of minutes that it took Kirk to
run the race. Which one?
x−5
_x_ + _____
8
7
5
−x
x
G. __ + _____
8
7
F.
H. 7x + 8x
J.
7x + 8(x − 5)
K. 7x + 8(5 − x)
43. One registered person will be randomly selected to win
a raffle prize. Which of the following expressions is
equal to the probability that the selected person did
NOT finish the race?
A. 0.90
B. 0.95(0.90)
C. 1 − 0.90
D. 1 − 0.95
E. 1 − 0.95(0.90)
ACT-F11
26
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2
2
a − b_
a
b
48. _____
+ _____
+ ____
=?
a+b
a−b
DO YOUR FIGURING HERE.
a+b
2(a − b)_
_______
a+b
2(a2 + ___
b2 )
G. ______
2
a − b2
2(a2 − ab + ___
b2 )
H. __________
2
2
a −b
2a
___________
_
J.
(a + b)(a − b)
F.
2a _
K. _____
3a + b
49. Counting repetition, how many prime factors appear in
any prime factorization of the integer (63)5 ?
(Note: For example, counting repetition, 5 prime
factors appear in the prime factorization of 588 as
2 · 2 · 3 · 7 · 7.)
A. 10
B. 15
C. 32
D. 243
E. 315
50. For whole numbers x and y, the list below has 4 as its
mean, median, and mode. What is the value of xy ?
2, 6, 4, 1, x, y
F. 16
G. 20
H. 24
J. 28
K. 32
51. Consider the graphs of the functions f(x) = (x + 2)(x − 8)
and g(x) = x2 + 5x − 12 in the standard (x,y) coordinate
plane. What is the sum of the y-intercepts of the
functions?
A.
B.
C.
D.
E.
ACT-F11
−28
−20
−18
−14
−12
28
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2
2
DO YOUR FIGURING HERE.
56. In the standard (x,y) coordinate plane, one of the
following is an equation of the circle that can be
inscribed in the ellipse 4x2 + 9y2 = 36. Which equation
is that?
F.
G.
H.
J.
K.
x2 + y2 = 36
x2 + y2 = 9
x2 + y2 = 4
(x − 4)2 + ( y − 9)2 = 36
(x − 9)2 + ( y − 4)2 = 36
57. In the figure below, points A, B, and D lie on the circle
with
___ center
___ C. The measure of ∠BCD is 60°. Chords
AB and AD have the same length. What is the measure
of ∠ABC ?
B
C
60°
D
A
A.
B.
C.
D.
E.
10°
15°
20°
30°
40°
58. The 3 statements given below are all true about certain
positive integers a, b, and c.
a is an even prime number
b is an odd integer such that 6 < b < 11
c is a perfect square such that 10 < c < 30
How many ordered triples (a,b,c) satisfy the
3 statements?
F. 4
G. 5
H. 6
J. 8
K. Infinitely many
ACT-F11
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2
2
DO YOUR FIGURING HERE.
59. The side lengths of nABC shown below are 10 m,
18 m, and 21 m. Which of the following expressions
represents the measure of ∠B ?
(Note: For a triangle with sides of length a, b, and c
that are opposite angles ∠A, ∠B, and ∠C, respectively,
c2 = a2 + b2 − 2ab cos ∠C.)
B
10
18
?
21
A
C
A. cos−1_212 − 102 − 182 − 2(10)(18)+
B. cos−1_212 − 102 − 182 + 2(10)(18)+
C. cos−1_212 − 102 + 182 − 2(10)(18)+
1 −2(10)(18) 2
21 − 10 + 18
1 _____________
−2(10)(18) 2
212 − 102 − 182
D. cos−1 _____________
E. cos−1
2
2
2
60. The graph of f (x) is shown in the standard (x,y)
coordinate plane below. The graph of f (x) has
horizontal asymptotes at y = −2 and y = 2. One of the
following intervals represents the domain of f −1 (x).
Which one?
y
2
1
O
−4 −3 −2 −1
1
2
3
4 x
−1
−2
F.
G.
H.
J.
K.
( −2, 2)
[ −2, 2]
( 0, ∞)
[ 0, ∞)
(−∞, ∞)
END OF TEST 2
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
DO NOT RETURN TO THE PREVIOUS TEST.
ACT-F11
31
3
3
READING TEST
35 Minutes—40 Questions
DIRECTIONS: There are several passages in this test.
Each passage is accompanied by several questions.
After reading a passage, choose the best answer to each
question and fill in the corresponding oval on your
answer document. You may refer to the passages as
often as necessary.
Passage I
LITERARY NARRATIVE: Passage A is adapted from the article “Ghost Bird” by Molly Loomis (©2011 by the Sierra Club).
Passage B is adapted from the book A Year on the Wing: Four
Seasons in a Life with Birds by Tim Dee (©2009 by Tim Dee).
40
Passage A by Molly Loomis
“It’s a bird!” Tim shouts through the fog.
But the petrel, it will stay.
I drop my shovel into the cache I am digging and
look up, frantically scanning the sky—afraid that, like a
shooting star, the bird might vanish before I see it.
5
10
15
Passage B by Tim Dee
45
This is Antarctica. Deep Antarctica—a windswept
glacier in the icy interior called the Branscomb. Here,
no penguins waddle through rookeries, no seals slip
between waves, no albatross glide over icebergs. It has
been 43 days since I last saw a living creature other
than a human.
50
The white body of a snow petrel blends into the
dense fog—the outline of its outstretched wings, oversize sails for its delicate body, is barely visible. The
bird hovers like a ghost, bobbing on a wave of wind. Its
beady coal eyes and obsidian feet are the only signs of
color. It circles, etching a carving into my memory.
55
With the subtle shift of a wing, the snow petrel
charts a new course—evaporating into the milky soup
that surrounds us. It is gone.
20
25
30
35
60
That night, with my hat pulled hard over my eyes
to block out the ever-present daylight, I listen to the
rat-tat-tat drumbeat of soft hail against my tent. The
image of the petrel keeps resurfacing. Our encounter
was brief—less than two minutes—but the lone bird
swoops back and forth across the canvas of my closed
eyes.
65
70
Despite their delicate physique and thin veil of
feathers, snow petrels live in Antarctica year-round.
They spend much of the year at sea, then at breeding
time fly up to 200 miles inland to reunite with their
mates and scratch out nests high on rocky outcroppings.
Back and forth the birds fly from the land to the ocean,
where they snatch krill, mollusks, and fish from the icy
waters. The food sustains them and their chick until the
fledgling is ready to fly.
ACT-F11
I burrow deeper and listen to the wind grow to a
whine. I think of the six plane rides it took to get
here—Jackson to Salt Lake to Dallas to Santiago to
Punta Arenas to Patriot Hills to Vinson. In a few weeks,
we’ll retrace our journey back to warmer climes. And
when we get home, we’ll share photos and stories and
brag about our ability to survive in this stark, inhospitable place.
75
32
Another day in September, I was crossing the Bay
of Biscay on a ferry and had seen storm petrels. We
were straining our eyes looking for spouting whales
miles out across the silvery water toward the horizon.
The wind was chasing us hard south and attending to
the sea’s surface with diligence. It picked at acres of
water, and as it rose in strength it seemed to go back
over the sea to work on smaller and smaller patches
until every square inch had its drama. And through this,
barely over this, come flying migrant land birds.
Two miles of water were below me, a distance that
is less known and less knowable than its equivalent in
any other direction. By comparison, the thin air of
birds’ lives seems solid and well mapped. Up from the
sea’s depths, as from a dream, came fin whales; we slid
past one another, and their jaws and undersides lit the
sea with an otherworldly blue. Though the ferry was
bigger, the vastness of the whale was stupendous. Its
back broke the surface and it blew, and the sun caught
its breath. Through these fleeting rainbow clouds tiny
things appeared in my binoculars and grew to gannets
as the ship reached them or they passed it. Then there
was a tiny thing that didn’t grow and suddenly was
upon us, whizzing overhead, and somehow drawn down
toward the ferry and to me. I put down my binoculars
and turned my head and two inches away from my face,
perched on my left shoulder, was a willow warbler.
To see a land bird at sea is one way to feel how the
earth is made and how it can fit a whale and a warbler
together. The warbler weighs less than an ounce and
has come from who-knows-where to the north; perhaps
it was the bird that sang along the railway cutting at the
back of my house this spring and lifted my journeys to
work; perhaps it was a Norwegian bird, the descendant
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4. According to Passage B, when did the narrator recognize that the “tiny thing” he saw was a willow warbler?
F. When the bird flew over the narrator’s head
G. When the bird was lifted into the air and began to
fly away
H. When the narrator noticed the similarities between
this bird and one he had seen near his house
J. When the narrator turned his head to see the bird
on his shoulder
of the three or four in a gully that I had helped flush
into a funnel trap on Fair Isle nearly thirty years before;
perhaps it was just a few weeks old and had never seen
the sea nor a man apparently standing on it. Its washed
green back was the same color as my coat; for a
moment we were a bleached and shrunken version of
Long John Silver and his parrot, sheltering in the lee of
the ferry’s funnel. A second later either the bird realized where it had landed or the wind whipped it from
my shoulder, and it let itself be lifted into the air, out to
the side of the boat, south over the whales and over the
sea.
5. As it is used in line 77, the word lifted most nearly
means:
A. moved up.
B. removed.
C. climbed.
D. cheered.
6. When the narrator of Passage B says “every square
inch had its drama” (line 53), he most nearly means
that:
F. the moving water reminded him of a piece of art.
G. none of the water within sight was smooth or calm.
H. the water seemed to indicate that he was about to
have a dramatic encounter.
J. he felt his emotions rise as the ferry sailed through
the bay.
Questions 1 and 2 ask about Passage A.
1. The main point of the last two paragraphs of Passage A
(lines 36–44) is that the narrator:
A. believes the trip back home will be easier to
endure than her trip to get to Antarctica.
B. is disappointed in herself for deciding to leave the
difficult Antarctic conditions and return home.
C. will boast about her own experience but believes
the petrel better demonstrates survival skills.
D. traveled to Antarctica specifically to observe the
petrel’s behavior and survival skills.
7. According to Passage B, the rainbow clouds the narrator observes through his binoculars are caused by:
A. sunlight shining through the whale’s exhalation.
B. water droplets on the binocular lenses.
C. birds flying straight into the binoculars’ line of
sight.
D. reflections of blue from the whales’ bodies.
2. According to Passage A, snow petrels typically spend
much of the year:
F. at sea, except during breeding season, when they
fly back and forth between land and sea.
G. 200 miles inland, except when they must return to
the ocean to catch food for their young.
H. migrating north in colder seasons and returning to
Antarctica when temperatures rise.
J. flying back and forth from land to ocean in search
of a mate.
Questions 8–10 ask about both passages.
8. One element of the description of the bird encounter
that is prominent in Passage A but absent in Passage B
is:
F. the narrator’s direct physical contact with the bird.
G. the narrator’s contemplation of the difference
between the narrator’s life and the bird’s life.
H. an indication that the bird is aware of the narrator’s presence.
J. an indication of the direction the bird flies just
before moving out of sight.
Questions 3–7 ask about Passage B.
9. The perspectives from which the passages are told can
best be described as being:
A. similar; both passages describe events as they
happen but include occasional flashbacks.
B. similar; both passages only describe events that
occurred in the past.
C. different; Passage A mostly describes events as
they happen, whereas Passage B mostly describes
events that occurred in the past.
D. different; Passage A mostly describes events that
occurred in the past, whereas Passage B mostly
describes events as they happen.
3. The main purpose of the first paragraph of Passage B
(lines 45–54) is to:
A. provide background information about whales in
the Bay of Biscay.
B. indicate the narrator’s fear that the day is too
windy for any whale sightings.
C. establish a setting for the narrator’s experience
while whale watching.
D. show a contrast between whale behavior and
migrant bird behavior.
ACT-F11
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10. Which quotation from Passage B most clearly resembles the moment in Passage A when “the snow petrel
charts a new course—evaporating into the milky soup
that surrounds us” (lines 17–19)?
F. “The wind was chasing us hard south and attending to the sea’s surface with diligence” (lines
49–50).
G. “Their jaws and undersides lit the sea with an
otherworldly blue” (lines 60–61).
H. “Perhaps it was just a few weeks old and had never
seen the sea” (lines 81–82).
J. “It let itself be lifted into the air, out to the side of
the boat, south over the whales and over the sea”
(lines 88–90).
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Passage II
SOCIAL SCIENCE: This passage is adapted from the article
“The Gift of Doubt” by Malcolm Gladwell (©2013 by Condé
Nast).
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In the mid-nineteenth century, work began on a
crucial section of the railway line connecting Boston to
the Hudson River. The addition would run from Greenfield, Massachusetts, to Troy, New York, and it required
tunneling through Hoosac Mountain, a massive impediment, nearly five miles thick, that blocked passage
between the Deerfield Valley and a tributary of the
Hudson.
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Everyone was wrong. Digging through the Hoosac
turned out to be a nightmare. The project cost more
than ten times the budgeted estimate. If the people
involved had known the true nature of the challenges
they faced, they would never have funded the TroyGreenfield railroad. But, had they not, the factories of
northwestern Massachusetts wouldn’t have been able to
ship their goods so easily to the expanding West, the
cost of freight would have remained stubbornly high,
and the state of Massachusetts would have been immeasurably poorer. So is ignorance an impediment to
progress or a precondition for it?
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The economist Albert O. Hirschman loved paradoxes like this. He was a “planner,” the kind of economist who conceives of grand infrastructure projects and
bold schemes. But his eye was drawn to the many ways
in which plans did not turn out the way they were supposed to—to unintended consequences and perverse
outcomes and the puzzling fact that the shortest line
between two points is often a dead end.
ACT-F11
But what impressed Hirschman was the response
to the crisis. The mill’s operators quickly found ways to
bring in bamboo from villages throughout East Pakistan, building a new supply chain using the country’s
many waterways. They started a research program to
find faster-growing species of bamboo to replace the
dead forests, and planted an experimental tract. They
found other kinds of lumber that worked just as well.
The result was that the plant was blessed with a far
more diversified base of raw materials than had ever
been imagined. If bad planning hadn’t led to the crisis
at the Karnaphuli plant, the mill’s operators would
never have been forced to be creative. And the plant
would not have been nearly as valuable as it became.
“We may be dealing here with a general principle
of action,” Hirschman wrote:
James Hayward, one of New England’s leading
railroad engineers, estimated that penetrating the
Hoosac would cost, at most, a very manageable two
million dollars. The president of Amherst College, an
accomplished geologist, said that the mountain was
composed of soft rock and that tunneling would be
fairly easy once the engineers had breached the surface.
“The Hoosac . . . is believed to be the only barrier
between Boston and the Pacific,” the project’s promoter, Alvah Crocker, declared.
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“The Principle of the Hiding Hand,” one of
Hirschman’s many memorable essays, drew on an
account of the Troy-Greenfield “folly,” and then presented an even more elaborate series of paradoxes.
Hirschman had studied the enormous Karnaphuli Paper
Mills, in what was then East Pakistan. The mill was
built to exploit the vast bamboo forests of the Chittagong Hill Tracts. But not long after the mill came
online the bamboo unexpectedly flowered and then
died, a phenomenon now known to recur every fifty
years or so. Dead bamboo was useless for pulping; it
fell apart as it was floated down the river. Because of
ignorance and bad planning, a new, multimillion-dollar
industrial plant was suddenly without the raw material
it needed to function.
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Creativity always comes as a surprise to us;
therefore we can never count on it and we dare
not believe in it until it has happened. In other
words, we would not consciously engage upon
tasks whose success clearly requires that creativity be forthcoming. Hence, the only way in
which we can bring our creative resources fully
into play is by misjudging the nature of the
task, by presenting it to ourselves as more routine, simple, undemanding of genuine creativity than it will turn out to be.
And from there Hirschman’s analysis took flight.
People don’t seek out challenges, he went on. They are
“apt to take on and plunge into new tasks because of the
erroneously presumed absence of a challenge—because
the task looks easier and more manageable than it will
turn out to be.” This was the Hiding Hand principle.
The entrepreneur takes risks but does not see himself as
a risk-taker, because he operates under the useful
delusion that what he’s attempting is not risky. Then,
trapped in mid-mountain, people discover the truth—
and, because it is too late to turn back, they’re forced to
finish the job.
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11. The main point of the passage is that:
A. large public projects often end up costing much
more than the planners anticipate.
B. people who accomplish difficult feats often begin
by underestimating the challenges they will face.
C. Hirschman believed that effective planners are
more likely to do well at creative tasks.
D. people need a variety of resources to accomplish
daily tasks.
16. In the context of the passage, the phrase “trapped in
mid-mountain” (line 90) functions as both:
F. a metaphor for situations that spark creativity and
an allusion to the Hoosac tunnel anecdote.
G. a metaphor for situations that spark creativity and
a personification of Hoosac Mountain.
H. foreshadowing of the Hiding Hand principle and
an allusion to the Hoosac tunnel anecdote.
J. foreshadowing of the Hiding Hand principle and a
personification of Hoosac Mountain.
12. In contrast to the Hoosac tunnel anecdote, the Karnaphuli mill anecdote includes information about the:
F. specific ways that the problem was solved.
G. reasons that people invested in the project.
H. positive outcomes of the project.
J. unexpected problem that arose.
17. Based on the passage, Hirschman’s interests were
somewhat ironic in that he:
A. encouraged others to seek challenges but didn’t
seek them himself.
B. was a “planner” but saw benefit in projects not
going according to plan.
C. wrote about creativity but wasn’t often creative in
his work.
D. didn’t see himself as a risk taker but took risks as
an entrepreneur.
13. Based on the passage, the best example of a “useful
delusion” (lines 88–89) is:
A. Hirschman’s conviction that economic paradoxes
exist.
B. Hayward’s belief that the Hoosac tunnel would
cost two million dollars.
C. the passage author’s view that the Hoosac tunnel
helped Massachusetts.
D. the mill operators’ idea to cultivate experimental
bamboo tracts.
18. Which of the following statements best summarizes the
point Hirschman is making in lines 70–80?
F. Our creativity fully emerges only during a task
that is more difficult than we expected it to be.
G. We often misjudge our creative abilities, so we are
usually surprised by our own creativity.
H. Using creativity can make the tasks we engage in
less routine and simple.
J. Consciously making full use of our creative
resources is the best way to begin a difficult task.
14. Based on the passage, the passage author would most
likely agree that Hirschman was a man who:
F. wasn’t an effective planner.
G. was interesting but didn’t always make sense.
H. maliciously enjoyed other people’s failure.
J. wrote memorably and had intriguing ideas.
19. As it is used in line 40, the phrase drew on most nearly
means:
A. attracted.
B. dragged.
C. marked on.
D. referenced.
15. The main idea of the second paragraph (lines 9–18) is
that consultants on the Hoosac tunnel project:
A. understood that Hoosac Mountain was the only
barrier between Boston and the Pacific.
B. included a leading engineer, the president of
Amherst College, and a promoter.
C. were confident that the project was manageable
and worthwhile.
D. were not qualified to give opinions on the project.
ACT-F11
20. According to the passage, one reason dead bamboo is
useless for pulping is that it:
F. is less pliable.
G. won’t flower.
H. makes low-quality paper.
J. falls apart in water.
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Passage III
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HUMANITIES: This passage is adapted from the article
“Monk’s Art” by Fred Kaplan (©2008 by Washington
Post.Newsweek Interactive Co. LLC).
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Two of the most exciting jazz concerts I’ve seen in
a long time were the recent Thelonious Monk tributes
at Town Hall in New York, and one reason for the
thrill—beyond the treat of hearing great music being
played live by great musicians—was the sheer surprise
that they were great, for tribute concerts tend to be,
almost by nature, lame.
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Certainly, there’s a place for jazz repertory—
recitals of the classics—but, with some of those classics, the projects are fraught with doom from the
get-go. For instance, Charlie Parker not only invented a
new way of playing jazz; he also perfected it. A generation of alto saxophonists latched on to his style, but the
best of them knew better than to play his tunes very
often, for fear of inviting comparison, inevitably to
their detriment.
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Musicians who dare devote an entire album or
concert to Thelonious Monk are toying with still more
dangerous fire. Monk was a completely distinctive
pianist. His jabbing dynamics, his jarring cadences, his
oddball intervals that seem at once slapdash and preternaturally precise—he was to the keyboard what Picasso
was to the canvas, and nobody can play or paint the
same way, to the point where it’s a bit crazy to try. Most
of those who make the attempt either round off the
edges or sharpen them to the point of parody.
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The Monk tributes at Town Hall faced a further
challenge. Both were commemorating the 50th anniversary of a single concert—Monk’s first stab at leading a
big band through his music, performed at the same
Town Hall in February 1959. The concert was recorded
live and released as an album that came to be hailed as
a modern masterpiece. How do you duplicate—or
otherwise capture “the spirit”—of that? Try to sound
too much like Monk and you risk coming off as a pale
imitation; try for something too different and you risk
being dismissed as insufficiently Monkish.
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The first of the two tribute concerts took the
former course to an extreme degree. Charles Tolliver,
an accomplished trumpeter and arranger who attended
the 1959 concert as a teenager, was commissioned to
transcribe all the parts (listening over and over to the
album, since the original sheet music was lost long
ago), put together a 10-piece band, and lead them
through a straight re-creation of the event. The musicians were allowed to improvise their solos—this is
jazz, after all—but the pianist, Stanley Cowell, was
instructed to match Monk’s solos as closely as possible.
The next night’s tribute concert—by Jason Moran
and his Big Bandwagon, an octet extension of his
Bandwagon trio—took the more adventurous path,
seeking not to replicate the original but, rather, to use it
as a leaping-off point.
Moran is attracted to conceptual art, meaning that
he’s fascinated with process as part of the art. This fascination is what’s on display here—a sort of audiovideo collage that explores the roots of Monk’s concert,
of Monk himself, and of the ties that bind his music to
Moran’s own path to jazz.
In most hands, this would be a formula for twee
disaster. But Moran, at 34 (meaning he was born
16 years after Monk’s 1959 concert), is one of the most
versatile and imaginative jazz pianists of our time.
Moran can play everything and play it brilliantly, preserving the integrity of the source while making it his
own. And he does it again in this unlikely postmodern
adventure with Monk.
Toward the end of the evening, Moran played
Monk’s sweet ballad to his wife, “Crepuscule With
Nellie.” Moran alternated the opening bars with a
reverie of his own composition. When the rest of the
band came in, the two themes weaved in and out of
each other; Moran launched into an improvisation; the
horn players devised their own variations on top of that.
Meanwhile, a screen displayed some of W. Eugene
Smith’s photos of Monk in his loft, mixed in with video
footage taken recently inside the loft, which is now
empty, the camera roaming across the bare wood
boards. The sights and sounds swirled together like a
kaleidoscope; it had the effect of a dream, a furtive
glimpse of a life voyage.
And did I mention that it cooked like crazy?
21. The main purpose of the passage is to:
A. describe the pitfalls of attempting to imitate great
jazz musicians in concert.
B. review the qualities of two jazz tribute concerts.
C. trace the rise in popularity of jazz tribute concerts.
D. persuade readers to attend two upcoming jazz
concerts.
Miraculously, Tolliver pulled it off. The concert,
which could have been an “academic” exercise, was
anything but. The musicians had no doubt listened to
the album countless times, but they owned these
arrangements, playing them as if for the first time—not
ACT-F11
too perfectly, not at all stiffly, leaving some space to
sway in—and blowing solos that, in some cases, rivaled
the originals.
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27. In the context of the passage, the statement that
Tolliver’s musicians “owned these arrangements”
(lines 52–53) most nearly means Tolliver’s musicians:
A. held the copyright to Monk’s music because the
original sheet music had been lost.
B. played so well that they sounded as if they had
created the musical arrangements themselves.
C. wrongly claimed the arrangements were their own
creation.
D. received copies of the sheet music transcribed by
Tolliver.
22. According to the passage, how did Tolliver’s concert
compare with Monk’s concert?
F. Although Tolliver’s concert closely imitated
Monk’s style, Tolliver’s concert featured a very
different collection of songs.
G. Even though Tolliver featured instruments that
were not used in Monk’s concert, Tolliver’s musicians closely imitated Monk’s sound.
H. Most of Tolliver’s musicians sounded as if they
were playing the music for the first time, whereas
Monk’s musicians sounded well versed.
J. Although most of Tolliver’s musicians improvised
their solos, the majority of Tolliver’s concert replicated Monk’s concert.
28. According to the passage, which tribute concert did the
author consider the more adventurous?
F. Tolliver’s, because Tolliver was able to showcase
how Monk perfected a new style of jazz.
G. Tolliver’s, because Tolliver dared to replicate
Monk’s music so completely.
H. Moran’s, because Moran used eight musicians
rather than ten.
J. Moran’s, because Moran used Monk’s music as a
springboard to create something new.
23. As it is used in line 8, the phrase “there’s a place for
jazz repertory” most nearly refers to:
A. Town Hall in New York City.
B. New York City concert halls in general.
C. the idea that musicians should perform jazz
classics.
D. the specific years in history when jazz was most
popular.
24. In attempting to describe Monk’s talent, the author
uses an analogy that compares Monk’s:
F. 1959 concert with the best tribute concerts the
author has attended.
G. unusual intervals and cadences with Moran’s
unique use of video.
H. versatility in the 1959 concert with Parker’s inventiveness on saxophone.
J. originality on the keyboard with Picasso’s creativity in painting.
29. The main purpose of the eighth paragraph
(lines 62–67) is to:
A. provide a setup for the description of Moran’s
tribute by explaining Moran’s approach to art in
general.
B. demonstrate the author’s skepticism concerning
Moran’s postmodern jazz compositions.
C. illustrate the contrast between Monk’s and
Moran’s styles of jazz.
D. argue that Moran’s versatility in integrating video
and music makes Moran a better musician than
Tolliver.
25. The author states that the tribute concerts he attended
commemorated the:
A. concert in which Monk himself paid tribute to
Parker’s style of jazz.
B. first concert in which Monk led a big band through
his music.
C. opening of Town Hall in New York City.
D. release of a film featuring photos of Monk in his
loft.
30. The parenthetical comment in lines 69–70 most
strongly emphasizes the author’s:
F. appreciation of Moran’s accomplishment, given
that Moran was so far removed from Monk’s era.
G. belief that Moran and Monk would have been a
great jazz duo if Moran had been born earlier than
he was.
H. idea that Moran is too young to adequately capture
the maturity of Monk’s style.
J. interest in analyzing Monk’s concert and Moran’s
tribute as key moments in the development of jazz.
26. It can reasonably be inferred from the passage that in
the 1959 concert, Monk played:
F. trumpet.
G. piano.
H. saxophone.
J. no instrument; he conducted the music.
ACT-F11
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Passage IV
happen quickly, the final concentration after the second
trigger won’t be high enough to close the trap, and the
memory is lost.
NATURAL SCIENCE: This passage is adapted from the book
What a Plant Knows: A Field Guide to the Senses by Daniel
Chamovitz (©2012 by Daniel Chamovitz).
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Closing the trap of a Venus flytrap requires a huge
expense of energy, and reopening the trap can take several hours, so the plant only wants to spring closed
when it’s sure that the dawdling insect visiting its surface is large enough to be worth its time. The large
black hairs on their lobes allow the Venus flytraps to
literally feel their prey, and they act as triggers that
spring the trap closed when the proper prey makes its
way across the trap. If the insect touches just one hair,
the trap will not spring shut; but a large enough bug
will likely touch two hairs within about twenty seconds,
and that signal springs the Venus flytrap into action.
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We can look at this system as analogous to shortterm memory. First, the flytrap encodes the information
(forms the memory) that something (it doesn’t know
what) has touched one of its hairs. Then it stores this
information for a number of seconds (retains the
memory) and finally retrieves this information (recalls
the memory) once a second hair is touched. If a small
ant takes a while to get from one hair to the next, the
trap will have forgotten the first touch by the time the
ant brushes up against the next hair. In other words, it
loses the storage of the information, doesn’t close, and
the ant happily meanders on. How does the plant
encode and store the information from the unassuming
bug’s encounter with the first hair? How does it remember the first touch in order to react upon the second?
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Scientists have been puzzled by these questions
ever since John Burdon-Sanderson’s early report on the
physiology of the Venus flytrap in 1882. A century
later, Dieter Hodick and Andreas Sievers at the University of Bonn in Germany proposed that the flytrap
stored information regarding how many hairs have been
touched in the electric charge of its leaf. Their model is
quite elegant in its simplicity. In their studies, they discovered that touching a trigger hair on the Venus flytrap
causes an electric action potential that induces calcium
channels to open in the trap (this coupling of action
potentials and the opening of calcium channels is similar to the processes that occur during communication
between human neurons), thus causing a rapid increase
in the concentration of calcium ions.
Here, then, lies the proposed mechanism of the
short-term memory in the Venus flytrap. The first touch
of a hair activates an electric potential that radiates
from cell to cell. This electric charge is stored as an
increase in ion concentrations for a short time until it
dissipates within about twenty seconds. But if a second
action potential reaches the midrib within this time, the
cumulative charge and ion concentrations pass the
threshold and the trap closes.
31. The main question the passage addresses is how the
Venus flytrap is able to:
A. remain open after one of its trigger hairs has been
touched.
B. release calcium after one trigger hair on its trap
has been touched.
C. store the information that one trigger hair has been
touched so it can close if a second hair is touched.
D. determine how long it should wait before closing
after an insect has touched two trigger hairs.
They proposed that the trap requires a relatively
high concentration of calcium in order to close and that
a single action potential from just one trigger hair being
touched does not reach this level. Therefore, a second
hair needs to be stimulated to push the calcium concentration over this threshold and spring the trap. The
encoding of the information is in the initial rise in calcium levels. The retention of the information requires
maintaining a high enough level of calcium so that a
second increase (triggered by touching the second hair)
pushes the total concentration of calcium over the
threshold. As the calcium ion concentrations dissipate
over time, if the second touch and potential don’t
ACT-F11
Subsequent research supports this model.
Alexander Volkov and his colleagues at Oakwood University in Alabama first demonstrated that it is indeed
electricity that causes the Venus flytrap to close. To test
the model they rigged up very fine electrodes and
applied an electrical current to the open lobes of the
trap. This made the trap close without any direct touch
to its trigger hairs (while they didn’t measure calcium
levels, the current likely led to increases). When they
modified this experiment by alternating the amount of
electrical current, Volkov could determine the exact
electrical charge needed for the trap to close. As long as
fourteen microcoulombs—a tiny bit more than the static
electricity generated by rubbing two balloons
together—flowed between the two electrodes, the trap
closed. This could come as one large burst or as a series
of smaller charges within twenty seconds. If it took
longer than twenty seconds to accumulate the total
charge, the trap would remain open.
32. Based on the passage, under which of the following
circumstances would the Venus flytrap remain open?
F. A second trigger hair is touched fifteen seconds
after the first trigger hair is touched.
G. A second trigger hair is touched twenty-five seconds after the first trigger hair is touched.
H. Fifteen microcoulombs of electricity are applied to
the plant’s lobes.
J. Twenty microcoulombs of electricity are applied
to the plant’s lobes.
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33. Based on the passage, what is the relationship between
Hodick and Sievers’s model and Volkov’s research?
A. Volkov’s research supported the model Hodick and
Sievers had proposed earlier.
B. Volkov’s research proved that Hodick and Sievers’s
model was inaccurate.
C. Volkov’s research laid the foundation for the
model Hodick and Sievers later developed.
D. Volkov’s research was verified by Hodick and
Sievers when they developed their model.
37. In the passage, the idea that closing the Venus flytrap
demands a large amount of energy is presented by the
passage author as:
A. an opinion held by Hodick and Sievers.
B. an opinion that has yet to be tested.
C. a theory supported by Volkov’s research.
D. a fact.
38. Based on the passage, the example in lines 19–24 of
the ant crawling on the Venus flytrap most nearly
serves to show:
F. how the flytrap stores the information that a
second trigger hair was touched.
G. the process the flytrap uses to differentiate
between insects and other animals.
H. a situation in which touching a second trigger hair
doesn’t make the flytrap close.
J. the amount of time it takes for the flytrap to close
once a second trigger hair is touched.
34. The passage makes clear that unlike Hodick and
Sievers’s research on the Venus flytrap, Volkov’s
research did not examine:
F. whether the flytrap could close without having a
trigger hair touched.
G. what specific insects the flytrap is most likely to
capture.
H. how much electricity is needed to close the flytrap.
J. the role calcium levels play in closing the flytrap.
35. The main idea of lines 13–24 is that the Venus flytrap’s
process for catching prey:
A. can be thwarted if an insect touches only one trigger hair.
B. is especially effective at trapping ants.
C. is similar to how short-term memory functions.
D. uses memory more effectively than other plants’
processes do.
39. As it is used in line 48, the word spring most nearly
means:
A. break.
B. vault.
C. activate.
D. grow.
36. Based on the passage, Burdon-Sanderson is significant
in the study of Venus flytraps primarily because he:
F. discovered the Venus flytrap in 1882.
G. composed an early report on the Venus flytrap’s
physiology.
H. determined that Venus flytraps could store electric
charges.
J. discovered what causes Venus flytraps to close.
40. Based on the passage, compared to the amount of static
electricity generated by rubbing two balloons together,
the amount of electricity needed to close the Venus flytrap is:
F. slightly greater.
G. exactly the same.
H. slightly less.
J. significantly less.
END OF TEST 3
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
DO NOT RETURN TO A PREVIOUS TEST.
ACT-F11
39
4
4
Passage II
Key
Group W
Group X
Group Y
Group Z
In the python (Python molurus), a species of snake,
organ mass and metabolic rate may decrease between
meals, conserving energy. Figure 1 shows, for a group of
juvenile pythons (Group V), the average mass of the small
intestine before and after each python ingested a single
meal that had a mass equal to 25% of the python’s body
mass. Figure 2 shows, for 4 groups of juvenile pythons
(Groups W−Z), the average oxygen consumption rate, in
milliliters of oxygen consumed per gram of body mass per
hour (mL/g/hr), before and after each python ingested a
single meal. Table 1 shows the relative mass of the meal
ingested by the pythons in each group.
average oxygen
consumption rate
(mL/g/hr)
1.5
1.0
0.5
0.0
0
5
meal
ingested
10
Day
15
average mass of the
small intestine (g)
Figure 2
32
Table 1
24
16
0
0
5
meal
ingested
10
15
20
25
Each python ingested a meal that
had a mass equal to:
W
X
Y
Z
100% of the python’s body mass
65% of the python’s body mass
35% of the python’s body mass
5% of the python’s body mass
Day
Table and figures adapted from Stephen M. Secor and Jared
Diamond, “A Vertebrate Model of Extreme Physiological Regulation.” ©1998 by Nature Publishing Group, a division of Macmillan
Publishers Limited.
Figure 1
ACT-F11
Group
42
GO ON TO THE NEXT PAGE.
4
4
8. For Group V, on which of the following days was the
average mass of the small intestine approximately
twice as great as it was on Day 0 ?
F. Day 2
G. Day 5
H. Day 12
J. Day 20
11. A juvenile python in one of the groups listed in Table 1
had a body mass of 1,000 g and ingested a meal that
had a mass of 50 g. That python was most likely in
Group:
A. W.
B. X.
C. Y.
D. Z.
9. According to Figure 1, before the Group V pythons
ingested a meal, the average mass of their small
intestines was approximately:
A. 16 g.
B. 20 g.
C. 24 g.
D. 32 g.
12. Based on Figure 2, the average metabolic rate for the
Group W pythons was most likely greatest approximately how many days after they ingested their meal?
F.
2
G. 5
H. 10
J. 18
10. Based on Figures 1 and 2, when Group Y had an average oxygen consumption rate of 0.05 mL/g/hr between
Day 0 and Day 5, the average mass of the small intestine for Group Y was most likely closest to which of
the following values?
(Note: Assume that the pythons in Group V and the
pythons in Group Y had approximately the same mass
on Day 0.)
F.
1g
G. 15 g
H. 65 g
J. 100 g
ACT-F11
13. Suppose the average oxygen consumption rate of the
Group V pythons had been determined 1 day after they
ingested their meal. Based on Table 1 and Figure 2, the
oxygen consumption rate would most likely have been:
A. less than 0.2 mL/g/hr.
B. between 0.2 mL/g/hr and 0.6 mL/g/hr.
C. between 0.6 mL/g/hr and 1.0 mL/g/hr.
D. greater than 1.0 mL/g/hr.
43
GO ON TO THE NEXT PAGE.
4
4
Passage III
Figure 2 shows, for 3 temperatures (25°C, 40°C, and
60°C), how the solubility of sucrose varies as the percent
by mass of water in solvent mixtures of water and ethanol
varies.
The solubility of a substance is typically defined as
the maximum mass, in grams (g), of the substance (the
solute) that will stay dissolved in 100 g of a solvent (such
as water). The solubility of a substance generally varies as
the temperature of the solvent changes. Figure 1 shows, for
each of 5 substances, how solubility in water varies with
temperature.
Key
25°C
40°C
60°C
solubility of sucrose (g/100 g solvent)
solubility (g solute/100 g water)
Key
Sucrose
KI
KNO3
NH3
NaCl
500
400
300
200
250
200
150
100
50
0
0
100
20
40
60
80
100
percent by mass of water in the solvent
0
0
20
40
60
80
Figure 2
100
Figure 2 adapted from A. M. Peres and E. A. Macedo, “Phase Equilibria of D-glucose and Sucrose in Mixed Solvent Mixtures: Comparison of UNIQUAC-based Models.” ©1997 by Elsevier Science
Ltd.
temperature (°C)
Figure 1
ACT-F11
300
44
GO ON TO THE NEXT PAGE.
4
4
14. According to Figure 1, the solubility of KNO3 in water
at 50°C is closest to which of the following values?
F.
30 g KNO3 /100 g water
G. 85 g KNO3 /100 g water
H. 170 g KNO3 /100 g water
J. 250 g KNO3 /100 g water
17. Based on Figure 1, which of the substances represented in Figure 1 is most likely a gas?
A. NH3 only, because the solubility of gases in water
generally decreases as the temperature increases.
B. NH3 only, because the solubility of gases in water
generally decreases as the temperature decreases.
C. Sucrose, KNO 3, KI, and NaCl only, because the
solubility of gases in water generally decreases as
the temperature increases.
D. Sucrose, KNO 3, KI, and NaCl only, because the
solubility of gases in water generally decreases as
the temperature decreases.
15. Based on Figure 1, approximately how many more
grams of sucrose will stay dissolved in 100 g of water
at 80°C than at 20°C ?
A. 110 g
B. 160 g
C. 210 g
D. 370 g
18. Based on Figure 2, does the solubility of sucrose generally increase as the percent ethanol in the solvent
mixture increases, and does the solubility of sucrose
generally increase as the temperature of the solvent
increases?
percent ethanol increases
temperature increases
F.
yes
yes
G.
yes
no
H.
no
yes
J.
no
no
19. Based on Figure 1, the maximum mass of KI, in
milligrams (NOT grams), that will stay dissolved in
100 g of water at 20°C is closest to which of the
following?
A.
140 mg KI/100 g water
B.
1,400 mg KI/100 g water
C. 14,000 mg KI/100 g water
D. 140,000 mg KI/100 g water
16. Which of the following compounds shows the least
variation in solubility as the temperature of water
increases from 0°C to 100°C ?
F. KI
G. KNO3
H. NaCl
J. NH3
ACT-F11
45
GO ON TO THE NEXT PAGE.
4
4
Passage V
3. Twenty-five mL of methanol (a solvent) was added to
the flask, and the mouth of the flask was covered with
aluminum foil.
The law of definite proportions states that the percent
by mass of any given element in a chemical compound is
always the same, regardless of how the compound is
formed. The law of conservation of mass states that, in a
chemical reaction, the total mass of products must equal
the total mass of reactants.
4. The contents of the flask were boiled until a color
change was observed (which signaled that the I 2 had
been completely consumed).
5. The flask was allowed to cool, and the contents of the
flask were filtered using filter paper.
To study these chemical laws, students performed an
experiment in which zinc (Zn) and iodine (I 2 ) reacted to
form zinc iodide (ZnI2 ):
6. The filter paper was dried, and the mass of unreacted Zn
on the filter paper was determined.
Zn + I2 → ZnI2
7. The filtrate (the liquid that passed through the filter)
was poured into a beaker and heated to evaporate the
methanol, leaving a dry solid in the beaker.
Experiment
In each of 5 trials, Steps 1−9 were performed:
8. The mass of the dry solid was measured.
1. A certain mass of Zn metal was placed into a flask.
9. The percent by mass of Zn and of I in the dry solid was
calculated.
2. A certain mass of I2 was added to the flask.
ACT-F11
The results are shown in the table below.
Trial
Initial
mass of Zn
(g)
Initial
mass of I2
(g)
Mass of
unreacted Zn
(g)
Mass of
dry solid
(g)
Percent by
mass of Zn
in dry solid
Percent by
mass of I
in dry solid
1
2
3
4
5
2.00
2.00
2.00
3.00
4.00
2.00
3.00
4.00
2.00
2.00
1.49
1.23
0.96
2.48
3.51
2.52
3.77
5.04
2.51
2.53
20.2
20.4
20.6
20.7
19.4
79.8
79.6
79.4
79.3
80.6
48
GO ON TO THE NEXT PAGE.
4
4
C.
B.
mass of dry solid (g)
1
2
3 4
Trial
1
D.
2
3 4
Trial
5
29. Which of the following expressions gives the mass of
Zn that reacted in Trial 1 ?
A. 2.00 g + 1.49 g
B. 2.00 g − 1.49 g
C. 2.00 g × 1.49 g
D. 2.00 g ÷ 1.49 g
6
5
4
3
2
1
0
5
6
5
4
3
2
1
0
1
mass of dry solid (g)
6
5
4
3
2
1
0
mass of dry solid (g)
A.
mass of dry solid (g)
27. Which of the following graphs best shows the mass of
dry solid obtained in Trials 1−5 ?
2
3 4
Trial
30. Suppose a trial had been performed in the experiment
with 2.00 g of Zn and 2.50 g of I2 . Based on the results
of the experiment, the mass of unreacted Zn in this
trial would most likely have been:
F. less than 1.23 g.
G. between 1.23 g and 1.49 g.
H. between 1.49 g and 2.00 g.
J. greater than 2.00 g.
5
6
5
4
3
2
1
0
1
2
3 4
Trial
31. Which of the variables listed below were dependent
variables in the experiment?
I. Initial mass of I2
II. Mass of unreacted Zn
III. Mass of dry solid
A. I and II only
B. I and III only
C. II and III only
D. I, II, and III
5
32. Consider the results of Trials 1−3. In those trials, as
the initial mass of I2 increased, the mass of unreacted
Zn:
F. decreased only.
G. increased only.
H. decreased and then increased.
J. increased and then decreased.
28. Consider the procedures in the experiment that are
listed below.
1. Boil the contents of the flask.
2. Add a certain mass of I2 to the flask.
3. Filter the contents of the flask.
4. Add methanol to the flask.
5. Evaporate the methanol from the filtrate.
These procedures were performed in what order?
F. 2, 4, 1, 3, 5
G. 2, 4, 3, 5, 1
H. 4, 2, 1, 3, 5
J. 4, 2, 3, 5, 1
ACT-F11
33. Consider the trials in which the initial mass of I2 was
2.00 g. In those trials, as the initial mass of Zn
increased, the mass of dry solid obtained:
A. increased only.
B. decreased only.
C. increased and then decreased.
D. remained nearly constant.
49
GO ON TO THE NEXT PAGE.
4
4
Passage VI
34. Which of the students asserted that the Sun is emitting
energy due to reactions involving some form of
hydrogen?
F. Students 1 and 2 only
G. Students 1 and 3 only
H. Students 2 and 3 only
J. Students 1, 2, and 3
Three students were asked to estimate the Sun’s
life span (the time that will have elapsed from the time
the Sun began emitting energy until the time it exhausts
its energy supply). The students were told that the Sun’s
mass is about 10 30 kg and that the Sun’s rate of
energy emission is about 1034 joules per year (J/yr).
Student 1
Energy is produced in the Sun by the combustion of
molecular hydrogen gas (H 2 ). In this chemical reaction,
2 molecules of H 2 react with 1 molecule of oxygen
gas (O2 ). For every 1 kg of H2 molecules consumed, about
108 J of energy is produced. Therefore, if the Sun was composed entirely of H2 at the start of its life span, then the
Sun will have exhausted its fuel in approximately:
8
10 J _
1030 kg H2 × ______
1 kg H2
1 yr
× _____
34
10 J
35. Suppose that Student 2 had done another estimate of
the mechanical energy in the cloud and found that it
was about 10 42 J. Student 2 would most likely revise
the estimate of the Sun’s life span to be:
A.
1 million years.
B.
5 million years.
C. 100 million years.
D. 500 million years.
= 104 yr
Thus, the Sun’s life span is 10 thousand years.
Student 2
Energy is not produced in the Sun. The Sun formed
when an interstellar cloud collapsed under the force of its
own gravity. The collapse converted the cloud’s mechanical
energy, E, into thermal energy (heat) that was stored in the
forming solar core. The mechanical energy in the cloud is
estimated to have been approximately 10 41 J. If 100% of
this mechanical energy was converted to thermal energy as
the Sun formed, then the Sun will have emitted all of it in
approximately:
36. Studies on the radioactive decay of materials in Earth
rocks, Moon rocks, and samples obtained from asteroids and meteorites indicate that the solar system is at
least 4.5 × 109 yr old. These results contradict the estimate(s) for the Sun’s life span given by which
student(s)?
F. Student 2 only
G. Students 1 and 2 only
H. Students 1 and 3 only
J. Students 1, 2, and 3
1 yr
1041 J × _____
= 107 yr
34
10 J
Thus, the Sun’s life span is 10 million years.
Student 3
Energy is produced in the Sun by the fusion of hydrogen (H) nuclei. In this nuclear reaction, 4 H nuclei fuse
together to form 1 helium (He) nucleus. For every 1 kg of
H nuclei consumed, about 10 15 J of energy is produced.
However, only within the solar core (the innermost 10% of
the Sun’s mass) are the temperature and pressure great
enough for fusion to occur. Therefore, if the Sun was composed entirely of H at the start of its life span, then the Sun
will have exhausted its fuel after approximately:
15
10 J
1029 kg H × ______
1 kg H
1 yr
× _____
34
10 J
37. Which of the following statements identifies a serious
flaw in Student 1’s discussion? Student 1 stated or
implied that:
A. combustion requires oxygen, but Student 1 did not
include any oxygen in the Sun’s composition.
B. combustion is a chemical reaction, but combustion
is a mechanical process.
C. hydrogen exists as a diatomic molecule, but hydrogen exists only as individual atoms.
D. oxygen exists as a diatomic molecule, but oxygen
exists only as individual atoms.
= 1010 yr
Thus, the Sun’s life span is 10 billion years.
ACT-F11
50
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4
4
38. Based on Student 3’s discussion, to produce 16 He
nuclei in the Sun’s core, how many H nuclei must
undergo fusion?
F.
4
G. 16
H. 32
J. 64
40. Suppose that the Sun began producing energy approximately 5 × 109 yr ago. Based on Student 3’s estimate of
the Sun’s life span, approximately how many years of
fuel does the Sun have left?
F.
G.
H.
J.
39. Based on Student 1’s description, the interaction of the
2 types of molecules involved in the Sun’s energy production would yield which of the following
substances?
A. Carbon dioxide
B. Helium
C. Ozone
D. Water
1 × 109 yr
5 × 109 yr
1 × 1010 yr
5 × 1010 yr
END OF TEST 4
STOP! DO NOT RETURN TO ANY OTHER TEST.
ACT-F11
51
Scoring Keys for Form F11
Use the scoring key for each test to score your answer document for the multiple-choice tests. Mark a “1” in the
blank for each question you answered correctly. Add up the numbers in each reporting category and enter the total
number correct for each reporting category in the blanks provided. Also enter the total number correct for each test
in the blanks provided. The total number correct for each test is the sum of the number correct in each reporting
category.
Test 1: English—Scoring Key
Reporting
Category*
Reporting
Category*
Key POW KLA CSE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
C
J
A
H
A
F
B
J
C
J
A
G
D
G
B
J
B
H
B
J
C
G
D
H
B
J
A
F
D
F
C
H
A
F
C
G
D
J
___
___
___
___
___
___
___
___
___
___
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___
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___
___
___
___
___
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___
___
Key POW KLA CSE
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
B
J
A
H
C
G
C
J
A
H
D
F
B
G
A
F
B
J
A
F
B
J
C
J
D
J
C
G
A
F
C
H
D
F
A
G
D
*Reporting Categories
POW = Production of Writing
KLA = Knowledge of Language
CSE = Conventions of Standard English
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Number Correct (Raw Score) for:
Production of Writing (POW)
_______
(23)
Knowledge of Language (KLA)
_______
(12)
Conventions of Standard English (CSE) _______
(40)
Total Number Correct for English Test _______
(POW + KLA + CSE)
(75)
___
52
Test 2: Mathematics—Scoring Key
Reporting Category*
Reporting Category*
PHM
Key
F
G
S
Key
IES MDL
___
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
___
___
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___
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___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
B
G
E
G
C
H
A
G
B
H
B
K
E
F
C
G
A
H
B
J
A
F
D
F
D
H
B
F
D
F
N
A
F
G
S
IES MDL
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
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___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
5
E
J
D
F
D
K
B
F
D
H
C
F
E
F
B
J
E
F
A
H
A
F
D
J
E
J
C
J
D
J
A
5
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
N
PHM
Combine the totals of these columns and put in the blank for PHM in the box below.
*Reporting Categories
PHM = Preparing for Higher Math
N = Number & Quantity
A = Algebra
F = Functions
G = Geometry
S = Statistics & Probability
IES = Integrating Essential Skills
MDL = Modeling
Number Correct (Raw Score) for:
Preparing for Higher Math (PHM)
(N + A + F + G + S)
_______
(35)
Integrating Essential Skills (IES)
_______
(25)
Total Number Correct for Mathematics Test
(PHM + IES)
_______
(60)
Modeling (MDL)
(Not included in total number correct for
mathematics test raw score)
_______
(20)
53
Test 3: Reading—Scoring Key
Reporting
Category*
Key KID
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
C
F
C
J
D
G
A
G
C
J
B
F
B
J
C
F
B
F
D
J
CS
Reporting
Category*
IKI
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Key KID
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
B
J
C
J
B
G
B
J
A
F
C
G
A
J
C
G
D
H
C
F
CS
IKI
*Reporting Categories
KID = Key Ideas & Details
CS = Craft & Structure
IKI = Integration of Knowledge & Ideas
___
___
___
___
___
___
___
___
___
___
Number Correct (Raw Score) for:
___
___
___
___
___
___
___
___
___
Key Ideas & Details (KID)
_______
(24)
Craft & Structure (CS)
_______
(11)
Integration of Knowledge & Ideas (IKI) _______
(5)
Total Number Correct for Reading Test _______
(KID + CS + IKI)
(40)
___
Test 4: Science—Scoring Key
Reporting
Category*
Key IOD
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
C
F
C
F
C
F
A
G
A
G
D
F
B
G
B
H
A
H
D
F
SIN
EMI
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Reporting
Category*
Key IOD
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
B
H
B
F
D
J
D
F
B
G
C
F
D
G
C
G
A
J
D
G
SIN
EMI
___
___
*Reporting Categories
IOD = Interpretation of Data
SIN = Scientific Investigation
EMI = Evaluation of Models,
Inferences & Experimental Results
___
___
___
___
___
___
___
___
___
Number Correct (Raw Score) for:
___
___
Interpretation of Data (IOD)
___
___
___
___
___
___
___
54
Scientific Investigation (SIN)
Evaluation of Models, Inferences &
Experimental Results (EMI)
_______
(19)
_______
(10)
_______
(11)
Total Number Correct for Science Test _______
(IOD + SIN + EMI)
(40)
Explanation of Procedures Used to Obtain
Scale Scores from Raw Scores
ACT Test F11
On each of the four tests on which you marked any
responses, the total number of correct responses yields a raw
score. Use the table below to convert your raw scores to scale
scores. For each test, locate and circle your raw score or the
range of raw scores that includes it in the table below. Then,
read across to either outside column of the table and circle the
scale score that corresponds to that raw score. As you
determine your scale scores, enter them in the blanks provided
on the right. The highest possible scale score for each test is
36. The lowest possible scale score for any test on which you
marked any responses is 1.
Next, compute the Composite score by averaging the four
scale scores. To do this, add your four scale scores and divide
the sum by 4. If the resulting number ends in a fraction, round it
off to the nearest whole number. (Round down any fraction less
than one-half; round up any fraction that is one-half or more.)
Enter this number in the blank. This is your Composite score.
The highest possible Composite score is 36. The lowest
possible Composite score is 1.
Your Scale Score
English
_________
Mathematics
_________
Reading
_________
Science
_________
Sum of scores
_________
Composite score (sum ÷ 4)
_________
NOTE: If you left a test completely blank and marked no items,
do not list a scale score for that test. If any test was completely
blank, do not calculate a Composite score.
Raw Scores
Scale
Score
Test 1
English
Test 2
Mathematics
Test 3
Reading
Test 4
Science
Scale
Score
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
73-75
70-72
68-69
66-67
65
64
63
61-62
60
58-59
56-57
54-55
51-53
48-50
45-47
42-44
39-41
36-38
35
33-34
30-32
27-29
25-26
23-24
22
19-21
15-18
13-14
11-12
9-10
7-8
6
4-5
3
2
0-1
58-60
55-57
53-54
52
50-51
49
47-48
45-46
43-44
40-42
38-39
36-37
34-35
32-33
30-31
29
27-28
26
23-25
21-22
17-20
14-16
11-13
9-10
7-8
6
5
4
3
—
2
—
1
—
—
0
39-40
38
37
36
35
34
33
32
31
30
29
28
27
26
24-25
23
21-22
20
18-19
17
15-16
14
12-13
11
9-10
8
7
6
5
4
—
3
2
—
1
0
39-40
38
—
37
36
35
34
33
32
31
30
28-29
26-27
24-25
22-23
21
19-20
17-18
15-16
14
12-13
11
10
9
8
7
6
5
4
3
—
2
—
1
—
0
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
55